The Influence of English Language Proficiencies on Pragmatic Realization and Strategies of Making Requests by Saudi Arabia’s Efl Learners
The present study contributes to inter language pragmatic studies by revealing the relationship between English language proficiency level of Saudi English Foreign Language learners (SEFL) and their pragmatic realization and strategies of making request act. The aims were to investigate the lingu...
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| id |
my-usim-ddms-13074 |
|---|---|
| record_format |
uketd_dc |
| institution |
Universiti Sains Islam Malaysia |
| collection |
USIM Institutional Repository |
| language |
en_US |
| topic |
English language--Study and teaching--Foreign speakers |
| spellingShingle |
English language--Study and teaching--Foreign speakers Shadi Majed D. Alshra’ah The Influence of English Language Proficiencies on Pragmatic Realization and Strategies of Making Requests by Saudi Arabia’s Efl Learners |
| description |
The present study contributes to inter language pragmatic studies by revealing the
relationship between English language proficiency level of Saudi English Foreign
Language learners (SEFL) and their pragmatic realization and strategies of making
request act. The aims were to investigate the linguistic variability i.e., the relationship
between the high achievers in comparison to the low achievers, particularly in making
requests besides revealing the situational variability regarding the differences in
pragmatic realization of making requests. The theoretical framework underpinning this
study is Cross-Cultural Speech Act Realization Pattern (CCSARP) and Brown and
Levinson’s politeness theory. Based on the results obtained from the Touchstone
Placement Test (TPT), 98 Saudi EFL undergraduate students were divided into 2 main
groups – i.e., the high achievers (N=50) and low achievers (N=48). To achieve the
aims, research instruments including Discourse Completion Task (DCT), and Scale
Response Questionnaire (SRQ) were employed. Data encompasses request strategies
on different situations identified in both DCT and SRQ. Data gained from DCT were
qualitatively analyzed to identify the pragmalinguistic knowledge such as level of
directness, and internal and external modifications. Additionally, quantitative analysis
on the scores of the SRQ also included inferential statistical tests to assess the speaker’s
knowledge of pragmatic realization (sociopragmatic knowledge) in using request act.
Findings indicate there exists a significant impact of different language proficiency
levels in realizing request acts. At pragmalingusitic level, High Achievers (HA) employ
mostly the hedge performative and query preparatory strategy, while low achievers
(LA) mostly employ mood derivable. Additionally, findings on the social variable on
using request strategies revealed that HAs were more conscious of the effect of social
power and distance in changing their strategy depending on the contextual variables.
However, LAs showed less sensitivity to influence social distance and power though
there exists a small similarity shown pertaining to their sociopragmatic and
pragmalinguistic competence. The results reflect that English language proficiency has
a significant influence on the production and comprehension of request strategies
among Saudi EFL learners. Hence, it is necessary to benefit from these results to focus
on low archivers to strengthen their ability to employ range of request strategies
compared to high achievers. Thesis concludes with recommendations and pedagogical
implications for instructors and policy makers to include nonconventional indirect,
internal, and external modification as mitigated device in their classrooms and
curriculum activities. |
| format |
Thesis |
| author |
Shadi Majed D. Alshra’ah |
| author_facet |
Shadi Majed D. Alshra’ah |
| author_sort |
Shadi Majed D. Alshra’ah |
| title |
The Influence of English Language Proficiencies on Pragmatic Realization and Strategies of Making Requests by Saudi Arabia’s Efl Learners |
| title_short |
The Influence of English Language Proficiencies on Pragmatic Realization and Strategies of Making Requests by Saudi Arabia’s Efl Learners |
| title_full |
The Influence of English Language Proficiencies on Pragmatic Realization and Strategies of Making Requests by Saudi Arabia’s Efl Learners |
| title_fullStr |
The Influence of English Language Proficiencies on Pragmatic Realization and Strategies of Making Requests by Saudi Arabia’s Efl Learners |
| title_full_unstemmed |
The Influence of English Language Proficiencies on Pragmatic Realization and Strategies of Making Requests by Saudi Arabia’s Efl Learners |
| title_sort |
influence of english language proficiencies on pragmatic realization and strategies of making requests by saudi arabia’s efl learners |
| granting_institution |
Universiti Sains Islam Malaysia |
| url |
https://oarep.usim.edu.my/bitstreams/cc39c854-1198-4958-b0c1-1943b2110216/download https://oarep.usim.edu.my/bitstreams/8b7bda78-5e09-47c1-9fdd-6406eb45d4f5/download https://oarep.usim.edu.my/bitstreams/ddd4ff5e-fd8f-499f-a17f-35cc6a73e394/download https://oarep.usim.edu.my/bitstreams/c7beccc6-8ea9-42bc-92c8-45cd9ee7813a/download https://oarep.usim.edu.my/bitstreams/b3d9614f-cad2-447f-bbac-8978b2f2741d/download https://oarep.usim.edu.my/bitstreams/342ee947-bb0c-4807-9cfe-23dfb2c99b1e/download https://oarep.usim.edu.my/bitstreams/ad3a95d7-d3eb-4c4e-b7dc-125eb9a6b99e/download https://oarep.usim.edu.my/bitstreams/bfb36155-77f0-4a3b-95af-809f7097162a/download https://oarep.usim.edu.my/bitstreams/4d9e0225-4dad-45f4-ab0f-2bda8029cacb/download |
| _version_ |
1812444896045301760 |
| spelling |
my-usim-ddms-130742024-05-29T20:13:40Z The Influence of English Language Proficiencies on Pragmatic Realization and Strategies of Making Requests by Saudi Arabia’s Efl Learners Shadi Majed D. Alshra’ah The present study contributes to inter language pragmatic studies by revealing the relationship between English language proficiency level of Saudi English Foreign Language learners (SEFL) and their pragmatic realization and strategies of making request act. The aims were to investigate the linguistic variability i.e., the relationship between the high achievers in comparison to the low achievers, particularly in making requests besides revealing the situational variability regarding the differences in pragmatic realization of making requests. The theoretical framework underpinning this study is Cross-Cultural Speech Act Realization Pattern (CCSARP) and Brown and Levinson’s politeness theory. Based on the results obtained from the Touchstone Placement Test (TPT), 98 Saudi EFL undergraduate students were divided into 2 main groups – i.e., the high achievers (N=50) and low achievers (N=48). To achieve the aims, research instruments including Discourse Completion Task (DCT), and Scale Response Questionnaire (SRQ) were employed. Data encompasses request strategies on different situations identified in both DCT and SRQ. Data gained from DCT were qualitatively analyzed to identify the pragmalinguistic knowledge such as level of directness, and internal and external modifications. Additionally, quantitative analysis on the scores of the SRQ also included inferential statistical tests to assess the speaker’s knowledge of pragmatic realization (sociopragmatic knowledge) in using request act. Findings indicate there exists a significant impact of different language proficiency levels in realizing request acts. At pragmalingusitic level, High Achievers (HA) employ mostly the hedge performative and query preparatory strategy, while low achievers (LA) mostly employ mood derivable. Additionally, findings on the social variable on using request strategies revealed that HAs were more conscious of the effect of social power and distance in changing their strategy depending on the contextual variables. However, LAs showed less sensitivity to influence social distance and power though there exists a small similarity shown pertaining to their sociopragmatic and pragmalinguistic competence. The results reflect that English language proficiency has a significant influence on the production and comprehension of request strategies among Saudi EFL learners. Hence, it is necessary to benefit from these results to focus on low archivers to strengthen their ability to employ range of request strategies compared to high achievers. Thesis concludes with recommendations and pedagogical implications for instructors and policy makers to include nonconventional indirect, internal, and external modification as mitigated device in their classrooms and curriculum activities. Universiti Sains Islam Malaysia 2023-07 Thesis en_US https://oarep.usim.edu.my/handle/123456789/13074 https://oarep.usim.edu.my/bitstreams/cc39c854-1198-4958-b0c1-1943b2110216/download f1afd1b0c6198199d7bafbd808696364 https://oarep.usim.edu.my/bitstreams/8b7bda78-5e09-47c1-9fdd-6406eb45d4f5/download 1338f34233d3ea7dcb7e67be65794b5b https://oarep.usim.edu.my/bitstreams/ddd4ff5e-fd8f-499f-a17f-35cc6a73e394/download b27fa4c6cfe6c5388dda1b19620f3f66 https://oarep.usim.edu.my/bitstreams/c7beccc6-8ea9-42bc-92c8-45cd9ee7813a/download 386e44299785bb7b35ff1da6ea0eb87d https://oarep.usim.edu.my/bitstreams/b3d9614f-cad2-447f-bbac-8978b2f2741d/download 5e76d3da16b376903b0acc8c97bf7d8c https://oarep.usim.edu.my/bitstreams/342ee947-bb0c-4807-9cfe-23dfb2c99b1e/download 184fb74c17a045183497f12a4ca94477 https://oarep.usim.edu.my/bitstreams/ad3a95d7-d3eb-4c4e-b7dc-125eb9a6b99e/download e319e6b7061761fce0bde952e66db3a0 https://oarep.usim.edu.my/bitstreams/bfb36155-77f0-4a3b-95af-809f7097162a/download 62dab3a87c423368334c2c0383a00170 https://oarep.usim.edu.my/bitstreams/4d9e0225-4dad-45f4-ab0f-2bda8029cacb/download 7d37694afa10d61330e9471dbd4d8b95 https://oarep.usim.edu.my/bitstreams/a849c616-d168-4483-a355-4ec53076726c/download 8a4605be74aa9ea9d79846c1fba20a33 https://oarep.usim.edu.my/bitstreams/2b2a3db9-f48a-4f9b-862c-beae172b0a96/download 68b329da9893e34099c7d8ad5cb9c940 https://oarep.usim.edu.my/bitstreams/0906182d-22d2-4378-b399-dffcb12eafb1/download 4ca085da3aef48aad9928c5c76975d8f https://oarep.usim.edu.my/bitstreams/e9bf7958-9c34-40e4-935d-49ef5ca7173e/download e574702dace2951a5679e745288e031c https://oarep.usim.edu.my/bitstreams/95967cd9-53d2-4b97-9275-2b56177c03d9/download 705fb515e6c0c818ae5959b651a190b0 https://oarep.usim.edu.my/bitstreams/be37c72e-0f81-4523-9c95-e0a66f1ab6e0/download 5ddd318f2b95e911da4d1382ccd9253b https://oarep.usim.edu.my/bitstreams/fa17d77f-dd90-4a1b-bd1d-edd561cd016c/download 73dbeabbac2fc8bcf483e4e146e4fbde https://oarep.usim.edu.my/bitstreams/8a51df66-04f5-45a9-97a3-5ff5a88dd975/download 6e799fd07019be1d26dba93d29a9fe99 https://oarep.usim.edu.my/bitstreams/c3b561ef-2ed7-4d2b-aac3-404e53a2733d/download 4b8175720bbfc604fd6f17d0a742439c https://oarep.usim.edu.my/bitstreams/4a61c3a8-eb0e-4ff1-b110-a1f6f8f1b48c/download 77de1165bcf105afcdb0d0dacf478e3f English language--Study and teaching--Foreign speakers |